IJSP Number 2, 2020

32 c. practicing the supervisor’s personality style for the benefit of the supervisee. The logic of supervision does not turn the supervision session into a classroom lesson or an academic course, and does not have the role to bore the supervisee. On the contrary, the purpose of the logic of supervision is to obtain the maximum from the supervisor-supervised session, during the shortest time or during the entire duration of the supervision process previously established. Castonguay said that supervision carries the mark of the pedagogical signature [1], but isn’t the logic of supervision the mark of pedagogy? Supervision is a form of pedagogy for adults or andragogy, as specialist call it [2]. These characteristics and needs are taken into account by the supervisor; hence the logic of supervision starts, from these characteristics and needs, the supervision activity is projected and the means for individual and group supervision are selected. The supervisor is an adult educator, but his biggest challenge is to balance the three roles (counsellor, professor, consultant) in the interaction with the supervisee. Selecting the most appropriate role is also part of the logic of supervision. What is the greatest danger in not observing the logic of supervision? Perhaps the most unwanted thing that can happen is the rupture of the supervision relationship. 2. SUPERVISION FRAMEWORK / SUPERVISION SPACE. GUIDELINES FOR SUPERVISION IN INTEGRATIVE PSYCHOTHERAPY The supervisor and the supervisee co-create the learning space of the supervision process. The learning space is a component of the learning framework. The supervisory framework has the following elements [3]: - The location of supervision, preferably the same for both individual and group supervision; - The supervision contract, in written form, with objectives focused on the needs of the supervisee, the requirements of the supervision process and the supervisor’s. The supervision contract, concluded between the supervisor and the supervisee, should specify the role of the educational and research components during the supervision process. The educational component of supervision involves the supervisor’s awareness on the importance of preparing the client’s file, the audio and video recordings of therapy sessions with the client. The research component refers to the supervisee conducting qualitative and quantitative research studies from the supervisory perspective, in order to develop researcher-practitioner skills;